After reading Pritchard and Honeycutt's article, I learned that not only is the writing process a process, but also a recursive process. They emphasized the imperative elements of the prewriting and revising stage, however, those stages are not just limited to before composing the piece of writing and refining the piece before submission. Rather, a writer must continually prewrite as (s)he reviews the writing; ideas do not generate all in one sitting, and equally satisfied revision does not happen in one attempt. When students believe that the writing process is just composed of a handful of calculated stages that serve as benchmarks until their piece qualifies for submission, the process "be[comes] automatized during composing."
As a writing teacher, the way I instruct, cultivate, and communicate expectations for writing will affect whether the students write in a robotic, check-list-like fashion, or write to express, communicate, and clarify.
As a writing teacher, the way I instruct, cultivate, and communicate expectations for writing will affect whether the students write in a robotic, check-list-like fashion, or write to express, communicate, and clarify.